Leiss Laura, Großschedl Jörg, Wilde Matthias, Fränkel Silvia, Becker-Genschow Sebastian, Großmann Nadine
Faculty of Mathematics and Natural Sciences, Institute for Biology Education, University of Cologne, Cologne, Germany.
Faculty of Biology, Department for Didactics of Biology, Bielefeld University, Bielefeld, Germany.
Front Psychol. 2025 Mar 27;16:1571463. doi: 10.3389/fpsyg.2025.1571463. eCollection 2025.
Gamification has become an important topic in research, as it is increasingly applied in school lessons. However, gamification is still evolving as a research field, and the investigation of the conditions for and effects of its application on students is just beginning. Previous research on teacher-related conditions for the successful implementation of gamification often lacks a theoretical foundation. The current study aims to close this gap by using the theory of planned behavior to explore teacher variables that impact the use of gamification in class.
For this purpose, 196 teachers (41.80 ± 10.90 years; 70.9% female) were surveyed regarding the constructs anchored in this theory in an online questionnaire.
The results reveal that teachers' attitude toward gamification, their perceived subjective norm, and their perceived self-efficacy regarding the implementation of gamification are important predictors of their intention to use gamification in class. However, none of these variables predicted the actual application of gamification in class. Instead, we found mediating effects of teachers' intention in the relationship between their attitude and behavior. In addition, moderating effects of self-efficacy were observed in the relationship between attitude and intention. Beyond these moderations, intention was found to be a direct predictor of behavior. Our results provide important insights for promoting the application of gamification in schools and for designing teacher training measures.
游戏化已成为研究中的一个重要课题，因为它越来越多地应用于学校课程。然而，游戏化作为一个研究领域仍在不断发展，对其应用于学生的条件和效果的研究才刚刚开始。以往关于游戏化成功实施的教师相关条件的研究往往缺乏理论基础。本研究旨在通过运用计划行为理论来探索影响课堂上游戏化使用的教师变量，以填补这一空白。
为此，通过在线问卷对196名教师（年龄41.80±10.90岁；70.9%为女性）进行了关于该理论中相关构念的调查。
结果显示，教师对游戏化的态度、他们感知到的主观规范以及他们对游戏化实施的自我效能感是他们在课堂上使用游戏化意图的重要预测因素。然而，这些变量均未预测出游戏化在课堂上的实际应用情况。相反，我们发现教师意图在其态度与行为之间的关系中起到了中介作用。此外，在态度与意图的关系中观察到了自我效能感的调节作用。除了这些调节作用外，意图被发现是行为的直接预测因素。我们的研究结果为促进游戏化在学校中的应用以及设计教师培训措施提供了重要见解。
